Abstract
Faculty evaluation and semester grade effects of management faculty communication style variables (expressiveness and supportiveness) operating through intervening course variables (fairness and student personal fit with course) were assessed in a longitudinal study of two separate student samples (n = 265 and 340, respectively) using structural equation modeling (LISREL-7). Based on the study results, managerial implications for faculty development that recognize and respond to the multidimensional aspects of student learning are discussed and the findings are related to broader aspects of the managerial, communication, and education literatures.
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